316
K. Emblen-Perry
Going to the lectures and listening carefully
Students’ survey responses also highlight ABL’s ability to develop research skills
such as data collection, information synthesis, management of work and project
management. Students appear to feel this is a particularly valuable outcome of the
module. Students reported:
The module greatly improved my research skills
It helped with self-direction due to large size of coursework
I have developed a more innovative way of thinking
The module allowed me a good opportunity to grow my research skills with various media
formats.
This unsolicited recognition of ABL’s value for developing academic skills suggests this LTA approach to EfS for business management students may encourage
them to engage in new ways of learning that can empower them to transform the way
they think and act and promote higher order cognitive skills. In addition, research
findings suggest ABL is able to develop students’ confidence, sustainability knowledge and skills, academic skills and employment skills.
7.3 ABL Value for 21st Century Learning Outputs
Mapping evidence from the survey responses and the authors’ reflections of the
process and outcomes of ABL against the 21st Learning Framework (Fig. 1) suggests
that the ABL approach to LTA can provide appropriate skills, knowledge, expertise
and support to enable students to be productive learners and successful in life, work
and citizenship. These are the key objectives of 21st century learning (Partnership
for 21st Century Skills 2007).
The research findings suggest ABL can contribute to the framework’s four key
21st century students’ outputs: learning and innovation skills, life and career skills,
information, media and technology skills and core knowledge:
• Learning and innovation skills have been achieved through data collection, critical
evaluation, problem solving and creative and innovative ways of thinking promoted
from ABL. Students’ development of research skills and new ways of thinking are
also highlighted in the research findings.
• Life and career skills have been developed through the self-direction generated by
the audit and associated in-class activities, engagement with project management
skills, independent research and students’ participation with audit meetings, inclass activities and group work within the cross-cultural module cohort.
• Information media and technology literacy is promoted through the exploration
of online documentation, research skills and learning how to filter information to
evaluate what evidence is valuable and what can be discarded.
• The 21st century core subjects of global awareness, sustainability and business
literacy emerge through the taught sessions, peer-to-peer learning, audit meetings,
K. Emblen-Perry
Going to the lectures and listening carefully
Students’ survey responses also highlight ABL’s ability to develop research skills
such as data collection, information synthesis, management of work and project
management. Students appear to feel this is a particularly valuable outcome of the
module. Students reported:
The module greatly improved my research skills
It helped with self-direction due to large size of coursework
I have developed a more innovative way of thinking
The module allowed me a good opportunity to grow my research skills with various media
formats.
This unsolicited recognition of ABL’s value for developing academic skills suggests this LTA approach to EfS for business management students may encourage
them to engage in new ways of learning that can empower them to transform the way
they think and act and promote higher order cognitive skills. In addition, research
findings suggest ABL is able to develop students’ confidence, sustainability knowledge and skills, academic skills and employment skills.
7.3 ABL Value for 21st Century Learning Outputs
Mapping evidence from the survey responses and the authors’ reflections of the
process and outcomes of ABL against the 21st Learning Framework (Fig. 1) suggests
that the ABL approach to LTA can provide appropriate skills, knowledge, expertise
and support to enable students to be productive learners and successful in life, work
and citizenship. These are the key objectives of 21st century learning (Partnership
for 21st Century Skills 2007).
The research findings suggest ABL can contribute to the framework’s four key
21st century students’ outputs: learning and innovation skills, life and career skills,
information, media and technology skills and core knowledge:
• Learning and innovation skills have been achieved through data collection, critical
evaluation, problem solving and creative and innovative ways of thinking promoted
from ABL. Students’ development of research skills and new ways of thinking are
also highlighted in the research findings.
• Life and career skills have been developed through the self-direction generated by
the audit and associated in-class activities, engagement with project management
skills, independent research and students’ participation with audit meetings, inclass activities and group work within the cross-cultural module cohort.
• Information media and technology literacy is promoted through the exploration
of online documentation, research skills and learning how to filter information to
evaluate what evidence is valuable and what can be discarded.
• The 21st century core subjects of global awareness, sustainability and business
literacy emerge through the taught sessions, peer-to-peer learning, audit meetings,